目的 分析青海大学临床医学专业实践教学质量状况,为青海大学临床医学教育高质量发展提供参考。方法 采用问卷调查方法,2020年5月至2021年6月,采用整群抽样法,以青海大学2016~2018级临床医学专业 478名学生为调查对象,运用自行设计的临床医学专业实践教学质量满意度调查问卷对其进行调查。采用描述性统计分析相关数据。结果 478名学生对实践教学的不满意度评价从高到低依次为:实践教育计划[254名(53.2%)]、临床实践教育资源[123名(25.7%)]、实践教学监督与评价[112名(23.4%)]、实践教学成绩评定[107名(22.4%)]、临床师资建设[98名(20.5%)]、医院教学管理机制[89名(18.6%)]。结论 该校临床医学专业实践教学质量有待提高。建议临床教学基地严格落实人才培养方案,规范临床实践教学管理;持续加大实践教育资源投入,改善实践教学条件;规范实践教学成绩管理,更好地反映学生临床实践技能水平;完善实践教学监督与评价制度,加强教学质量过程监控;加大临床师资队伍建设,提高临床教师教学能力;健全实践教学管理机制,助推临床医学教育高质量发展。
Objective To analyze the current situation of practical teaching quality in clinical medicine at Qinghai University, and provide reference for the high-quality development of medical education at Qinghai University. Methods A questionnaire survey method was used. From May 2020 to June 2021, a cluster sampling method was used to survey 478 students majoring in clinical medicine at Qinghai University from 2016 to 2018. A self-designed questionnaire was used to investigate their satisfaction with the quality of practical teaching in clinical medicine. Descriptive statistics were used to analyze relevant data. Results The dissatisfaction evaluations of 478 students with practical teaching ranked from high to low: practical education plans [254(53.2%)], clinical practical education resources [123(25.7%)], practical teaching supervision and evaluation [112(23.4%)], practical teaching performance evaluation [107(22.4%)], clinical faculty development [98(20.5%)], hospital teaching management mechanisms [89(18.6%)]. Conclusions The quality of practical teaching in clinical medicine needs to be improved. It is recommended that clinical teaching bases strictly implement talent training plans and standardize clinical practice teaching management; increase investment in practical education resources and improve practical teaching conditions;standardize the management of practical teaching scores to better reflect students′ clinical practice skills level; Improve the supervision and evaluation system for practical teaching, strengthen the monitoring of teaching quality process; increase the construction of clinical teaching staff and improve the teaching ability of clinical teachers; improve the management mechanism of practical teaching and further promote the high-quality development of clinical medical education.
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